Inclusion at Botany Downs Kindergarten Centre of Innovation 2006-2008

Chapter 4 Early inclusion-transition phase

The second stage of Lyons & Kelly (2008) model is the early inclusion-transition phase. We identified our initial transition phase as being the period of time in which a child transitions into kindergarten at around three years of age. Transition times vary for each child and their family and may take place over a short time or over an extended period of time. Later in the project, we extended our definition of transition to include the multiple transitions that occur at our kindergarten: transitions between activities, transitions involving new experiences, transitions between people, transition to school and transition as it applies to both children and adults (Research meeting notes, August 2007). Relationships were considered central to the inclusive process (Dockett & Perry, 2007), and transition times provide opportunities for teachers to continue to develop their relationship with a child and his or her family.

The data in the early inclusion-transition phase was collected through:

Documenting transition-early inclusion

As mentioned earlier, just before a child starts kindergarten the teachers do their administration including putting the child’s photo on all that is theirs to create a feeling of belonging. Other standard procedures for making the child and the parents feel welcome and included during their child’s first week are listed below:
 

Figure 8: INCLUSIVE ACTIONS IN WEEK ONE OF A CHILD AND THEIR FAMILY’S ATTENDANCE AT BDK: Extra care and observation of the child Encourage engagement of the child with their portfolio Ensure a number of photos go in to the portfolio Show the child their photos in their portfolio Talk daily to parent Notice friendships and interests Encourage the child to explore the environment Encourage care of belongings Have clear expectations Ask child to do a hand-print for their portfolio Ask child to do a self portrait for their portfolio Invite child to write own name for their portfolio

Parent data connected to the early inclusion-transition phase indicated that portfolios are instrumental in the family developing deeper engagement in learning and the kindergarten programme. Portfolios will be further discussed in the next three chapters.

Research question: How do visual communication tools invite and extend engagement with children and their families in the early inclusion-transition phase of inclusion?

Many visual communication tools were found to be particularly useful in transitioning any children on the autistic spectrum. Through possibility thinking those tools were continually enhanced or extended to meet the specific needs of other children. The tools we discuss in this chapter are:

All children are exposed to the use of visuals and can access the visual resources. Caelan’s story illustrates how understanding and learning develops and is built upon in our style of inclusive environment.

Visual tools were helped children on the autistic spectrum move between tasks. Kevin and Georgia’s story describes a transition between tasks using what is called a “picture exchange communication system” (PECS) for a purpose. Georgia and Kevin were age four at the time this story was captured.

We found the use of visual communication tools to be so successful with children on the autistic spectrum that we explored the possibility of extending their use to all children so they have different ways to access information. An example is a board with visual images introduced to show the children who the inside/ outside/ float teachers are.

Two examples illustrate how children use the roster board. In the first example Archie used it to access and ask the outside teacher for a drill that was charged so that he could drill a hole in his wood (Teacher journal, May 2008). In the second one, Anish and Rahil used the board to find the inside teacher to ask for skin-coloured paint to complete their project (Learning story documentation, August, 2008). Children’s conversations were captured at the roster board discussing the placement and roles of the teachers, with children communicating their thoughts to each other (Anecdotal records, October 2008).

The children could have just looked for the teacher. However, by using the board they used a method to access information that could contribute to their ability to find and use information sources in the future.

After children had expressed anxiety about who was going to pick them up, further possibility thinking led us to develop another visual communication tool. The child and their family were encouraged to put the photo of the person collecting them next to the child’s photograph on their chart each day. At any time in the day a child can check their chart and feel reassured. We also personalized the child charts to reflect each child’s interests. For instance, Joel’s had army camouflage, while Madison’s had cats (Research meeting notes, March 2008).

Another successful initiative with visual communication tools was the roster we developed depicting who the mat time teacher is each day:

Other visual communication signs have been developed to indicate that the playground is closed and that it is tidy up time.

Noticing the success of visual communication tools in the BDK environment, parents told us anecdotes about how they were using a visual communication tool at home to supports transitions. Mel related how she put a photograph of the kindergarten on the fridge to show her children that it was a kindergarten afternoon. She said it ‘saved them asking the same questions from VERY early in the morning and it gave them the responsibility for finding out’ (Anecdotal records, March 2007).

Many other stories relating to visual communication tools enhancing processes of transition were recorded during the COI research project. Jack’s was one of those stories.

• Jack’s story

  Jack found all transitions a challenge. Being on the autistic spectrum, he was adverse to change. His mother, Lourdes, was his education support worker and she was totally committed to using visual communication tools with him. Transition back into kindergarten after a term break was particularly traumatic for him. We had used visuals to ease the transition; however they had limited success. Kerry (teacher) considered the possibilities and decided to make a video of Jack actively engaged in all his favourite activities at kindergarten. Lourdes reported that they watched the video every day. She said,

• Jack experiences and understands our world in a different way. He is a very visual and intrapersonal learner. It took him longer than most kids to accomplish what Kerry captured in the video. For instance, it took him one and a half years of concentrated effort to learn to jump – two terms at kindergarten (ie, 20 weeks) to overcome his fears and confidently go on the big wide slide. The video made by Kerry was a tremendous help (with transition back into kindergarten after the term break). His face was full of delight watching the video. His facial expressions tell us, ‘It’s all coming back to me now.’ It’s his memory jogger.
• 
  When Jack returned to kindergarten, the activities he engaged in were exactly like those in the video. Lourdes went on to say,
• There were two added bonuses of having Kerry’s video. First, it became one of our analytical tools in assessing Jack’s progress in light of the structured programme we designed and implemented from the time of diagnosis in May 2005. It was very good to see from a detached / objective perspective how Jack completed a target task. The emotion of triumph captured in the video gave us heaps of encouragement to move forward. Second, with the minimum of words and effort, it enabled us to share with our extended family the sort of learning processes and activities that are so unique to Jack. A picture paints a thousand words, indeed!
• 
  Later, Jack’s older brother, Daniel came in and made a video of Jack doing his favourite things at kindergarten. This time Daniel narrated the video for Jack, giving him encouragement in his endeavours.
  
  The collaboration continued. Well after Jack left kindergarten the family came in to ask for another copy of Jack’s video as the copies they had were worn out. They wanted Jack to continue to remember his successes at kindergarten (Research meeting notes, May 2008).  

At BDK, we value collaboration, especially collaboration that shifts the focus from the teacher as expert to the mutual exchange of support and knowledge between parties (Fraser, 2005).

Cycles of inclusion

When there were inclusive actions that continue down through a family we called them “cycles of inclusion”. Cycles occur when a family moves in and out of kindergarten as one child transitions to school and the next sibling starts kindergarten. Contact often continues with the family throughout the interim period in a reciprocal manner and maintains a feeling of inclusion. The story below illustrates another cycle of inclusion. It was Liam (now at school) who eased the transition in to kindergarten for his younger brother, also called Jack.

Botany Downs Kindergarten Blog

A new addition to our visual communication tools during the period of our research our kindergarten blog. Liam’s (another Liam) story below illustrates how our blog was used successfully to assist his transition in to kindergarten.

It has long been known that pets have a therapeutic effect on human beings (Donowitz, 2002). It is on this basis that we engage our pets to assist children’s transition from home to BDK. Madison would bring a carrot for the guinea pigs to give her a purpose to come to kindergarten. Daisy would read to our turtle Franklin. The animals appear to have a calming effect on the children.

We began to ask ourselves why we didn’t have portfolios for the animals if they were to be truly included at BDK (Research meeting notes, November 2007). We made some. The children now access the pets’ portfolios and read about their adventures (Digital photos, May 2008). For children who are experiencing a bumpy transition into the kindergarten, the stories of the pet’s adventures act as a hook for engagement.

Developing a new visual communication tool, portfolios for the pets, has added another resource to the kete of strategies we can use to ease a child’s transition into kindergarten.

Research question: How do teachers support the development of social competency and self-efficacy during the early inclusion–transition phase of inclusion?

As they transition in to kindergarten children are faced with separation from their mother and family, and teachers reach deep into their resourcefulness to find strategies that suit the personalities and needs of each child.

During the research project, the concept of ‘self efficacy’ engendered ongoing debate within the COI teacher researcher team. The Auckland Kindergarten Association (AKA) requires all their kindergarten teaching teams to develop a Statement of Teaching Practice relating to social competence. Questions arose. Did we in fact mean social competence rather than self efficacy? As well, we know that many new children arrive at BDK confident and self assured. We acknowledge that children come to kindergarten with a diverse range of skills and abilities and this applies to their level of independence and self efficacy as well.

Observations of the children led us to develop this continuum of dependence to independence:

Figure 10: CONTINUUM OF DEPENDENCE TO INDEPENDENCE IN THE EARLY INCLUSION-TRANSITION PHASE

In this diagram we depict the typical levels that many children starting kindergarten progress through, albeit at varying rates. Our observations indicated the children also step onto the continuum at different levels. Their different levels of dependency related to their sense of belonging and inclusion, as well as their growing confidence and competence. At the highest level we believed that a child could move between independence and interdependence as is called for in different situations. We argue that interdependence is healthy when it is needed.

Being able to recognise times when it is appropriate to be independent involves social competence in making good choices. Relevant readings show that social competence and self efficacy build resilient children, and resilient children cope more successfully with transitions (Krovetz, 1999; Fthenakis, 1998). Transition, whether it is in to kindergarten, between sessions or into school, can be a time of apprehension resulting in unsettledness (Fthenakis, 1998; OECD, 2001). Bandura (1997) believes that children who demonstrate confidence and self efficacy have a stronger capacity for learning. When children are socially connected at kindergarten we can assume that their feelings of belonging and inclusion, and their learning, are enhanced.

One example of a child transitioning into kindergarten and building capability was Madison.

Another story illustrates how a parents’ contribution to an inclusive curriculum can build social competence and self efficacy.

In the case stories in this chapter we have shown the value of an inclusive environment that is responsive to individual needs and flexible in diverse ways to help new children settle. However, it is not just new children who need support to make transitions.

Reflection

Working in the context of an emergent curriculum is very exciting; as we never know in which direction the learning will go. In this instance the teachers became the learners and the children, and in particular Ryan, became the teachers.

This was graphic illustration of how our inclusive practices positively affected lots of children at the kindergarten, even though it raised philosophical challenges for us. The power shifted when we went with a child’s interest. The change was positive for Ryan – he was included. It was also valuable for the teachers and the programme - the children learnt that their ideas and expertise are valued at BDK. The drama and role play was captured digitally for re-visiting. The stories that children created based on the characters in the Cars story extended their literacy repertoires. Ryan flourished. Ryan and his cars helped us accept that a curriculum based on socio-cultural principles may need to embrace popular media. This was a ‘wow’ moment in the research.

Another ‘wow’ story

A parent arrived at kindergarten with a box of ‘display’ mobile phones. In a flash, the box was opened and the children were selecting their mobile phone. As we watched not one child put the phone to their ear - they all started texting and taking photographs. Some had two phones – a home phone and a work phone! I tried to explain to the children that when I was their age I was on a “party line” and you had to turn a handle on the phone to create the Morse code signal. It was obvious that our childhood experiences were worlds apart and I had two choices: I could dwell in past experiences or I could embrace the children’s experiences and learn from them. Wow. (Bronwyn’s journal, October 2007)

Kirsten’s story of inclusion into BDK challenged the teacher researchers not to make assumptions, but to notice, recognise and respond (Cowie, 2000); in this case, in order to respond to a child who was experiencing language barriers. We adapted our curriculum to meet her needs. Davis, Gunn, Purdue and Smith (2007, p. 102) state, ‘An inclusive setting is clearly about valuing and responding to diversity. Such places transform the social, cultural and physical environment in order to meet the needs of all those within it.’

Our inclusive practices were also applied when Raelene joined the teaching team.

Conclusion

The stories and actions shared in this chapter explored how the teaching team at BDK are open to new ideas during transitions, and how they develop their knowledge and skills so that BDK continues to build an inclusive environment.

Key inclusive actions were: attention to detail, responding to individuals, immediacy of actions, personalising responses, building quality relationships with children and their families, and constantly seeking new ways to be inclusive. Teachers’ noticing, recognising and responding to challenges for children during the early-inclusion-transition phase smoothed their transitions in many ways.